CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences CE 2.3.3 Critically read and interpret instructions for a variety of tasks CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
METS-S/NETS-T
NET-S.1.b. Create original works as a means of personal or group expression NET-S.5.d. Exhibit leadership for digital citizenship
Essential Questions:
What mood can music capture?
Why are lyrics important?
What is a theme?
What themes are found in the story?
Objectives:
Students will demonstrate their understanding of themes and concepts by make a soundtrack (10 song minimum) and album cover for the novel using projectplaylist. Students can chose songs from any genre as long as the lyrics are appropriate.
Instructor will demonstrate how to use project playlist and glogster for the students on Jing to reference.
Themes expressed will be: growing up, life as a puzzle, choice, and adolescence, adulthood, fitting in, rules, language, death, conflict, and rules.
Students will compose a defense for their soundtrack by making a jing video explaining why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
Students will make an album cover of their soundtrack on glogster using images found online that connect to the themes above. The glog will be a collage of images that identify (portrays) the themes. Students will need a minimum of 6 images for their album.
Tools and Resources:
jing
computer with internet
glogster
projectplaylist
Rationale:
Students will express themes and concepts by expressing them in music and an album cover. Students will analyze songs and create a soundtrack for the novel. Students will learn more in-depth by using their own mediums to create an original piece. Students will cite images and music learning about ethical use of the internet.
Students will use jing to explain why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
Sequence of Activities:
Anticipatory Questions/Activity:
Students will watch a video that illustrates the significance of music in the silent film era using jaws as an example. The video will demonstrate why their soundtrack is important to giving lyrics to the voice of the silent characters in the novel. *Jaws music*
Body of Lesson Plan: Segment #1
(Artifact: link to real world, website, book, picture, etc.)
Students will link modern music to classic literature.
Students upon looking up song lyrics realize that themes from when Alice was written are just as prevalent in 2012.
Students will connect themes of a book to images and music found on the internet.
Segment #2
(Factual information/Vocab
Includes sample feedback loop)
Students who finish first will benefit from aiding others by being a glogster or project playlist expert. Students who learn visually will benefit from connecting text to images. Students who learn from music and motion will learn from the soundtrack. Students who learn by research will learn by making the connections on the printed lyrics.
Segment #4
(Detailed directions on how to complete activity)
• Students will discuss why music is important to film and literature.
• Students will brainstorm what themes and messages they want to express in their soundtrack.
• Students will google appropriate lyrics and print them.
• Students will mark up the lyrics to aid in their defense.
• Once 10 more songs are chosen they will be added into a play list on projectplaylist.com
• Students will google images that are connected to the songs.
• Students will watch a jing video on how to use glogster.
• Students will take these images and make a glogster.
The class will share each other’s album covers while listening to the soundtrack for the story.
The Soundtrack of Alice
CE 2.3.3 Critically read and interpret instructions for a variety of tasks
CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
NET-S.5.d. Exhibit leadership for digital citizenship
Students will use jing to explain why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
(Factual information/Vocab
Includes sample feedback loop)
Vocab
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
(Detailed directions on how to complete activity)
• Students will brainstorm what themes and messages they want to express in their soundtrack.
• Students will google appropriate lyrics and print them.
• Students will mark up the lyrics to aid in their defense.
• Once 10 more songs are chosen they will be added into a play list on projectplaylist.com
• Students will google images that are connected to the songs.
• Students will watch a jing video on how to use glogster.
• Students will take these images and make a glogster.
The class will share each other’s album covers while listening to the soundtrack for the story.